Advocacy Leadership and the Deprofessionalising of the Special Educational Needs Co-Ordinator Role

Autor/inn/en	Done, Elizabeth J.; Knowler, Helen; Richards, Hazel; Brewster, Stephanie
Titel	Advocacy Leadership and the Deprofessionalising of the Special Educational Needs Co-Ordinator Role
Quelle	In: British Journal of Special Education, 50 (2023) 2, S.197-218 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Done, Elizabeth J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12449
Schlagwörter	Foreign Countries; Special Education; Training; Employment Qualifications; Advocacy; Leadership Qualities; At Risk Students; Students with Disabilities; Coordinators; Role; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausbildung; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Sozialanwaltschaft; Führungseigenschaft; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Koordinator; Rollen; Großbritannien
Abstract	The UK government is proposing to replace M-level national award for special educational needs co-ordination training, mandated for SENCos in England, with an unaccredited national professional qualification. Such downgrading of their qualification level is intended to significantly increase the number of qualified SENCos; however, this is likely to reduce SENCos' capacity to exercise 'advocacy leadership' in support of students at risk of marginalization and social exclusion. We reject a neoliberal political discourse of continual improvement that neglects the need for critical literacy and research-informed inclusive practice on the part of SENCos, and suggest that endemic exclusionary practices in English schools are more likely to go unchallenged. The move towards nonaccredited SENCo status risks their deprofessionalisation, and this proposal is linked to an academisation agenda and efforts to normalize a trichotomised education system (comprising mainstream, 'special' and 'alternative' provision) by presenting such changes as an improvement. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01